LC 5552 
.18 P5 
1918 
Copy 1 



STATE OF IOWA 
1918 



b b 



Public Evening Schools 




WE WANT 100% IN 
HEALTH, LITERACY 

AND *1 

AMERICANISM 




ALBERT M. DEYOE 

Superintendent of Public Instruction 



Published by 

THE STATE OF IOWA 

Dee Moines 



WHT« 






STATE OF IOWA 
1918 



Public Evening Schools 



We Want 100% in Health, Literacy 
and Americanism 



ALBERT M. DEYOE 

Superintendent of Public Instruction 



Published by 

THE STATE OF IOWA 

Des Moines 






n. of d. 

APR 3 , 9J9 



FOREWORD 

To School Officers and Patrons : 

This Bulletin is prepared for the purpose of encouraging 
the organization of evening schools as the most feasible 
method of providing public school advantages for employed 
youthful workers and adult non-English speaking residents. 
Schools of this type may be as necessary in rural districts as 
in town and city localities. There is great need of the estab- 
lishment of evening schools in mining communities and where 
some lines of manufacturing are carried on. 

The selective draft has revealed some surprising facts re- 
garding the number of illiterates and the extent of social dis- 
eases. A campaign should be started at once to wipe out these 
conditions. We are of the opinion that competent teachers 
may be found among those regularly employed in the day 
schools. Lectures on hygiene and personal purity may well 
be given occasionally to evening classes by leading local physi- 
cians. A. M. DEYOE, 
December, 1918. Sup't of Public Instruction. 



EVENING SCHOOLS 



(By B. W. Hoadley, Inspector of Graded and High Schools.) 



WHY HATE THEM 



The chief needs for having evening schools may be sum- 
marized as follows : 

1. To remove illiteracy. 

2. Every one should be required to learn to read, to write, 

and to speak the English language. 

3. To train youthful and adult workers who have had but 

limited opportunities. 

4. To aid pupils with the kind of instruction that will en- 

able them to gain a better livelihood and become more 
desirable as members of society in the communities in 
which they live. 

No better test of loyalty to America can be made than the 
spirit manifested in meeting these requirements. 

Neglected opportunities, the desire to become wage earners, 
simple indifference, a lack of real, connected interest between 
e very-day life and the work of the school are among the most 
vital reasons why many young people give up the advantages 
of an education to become workers for wages without having 
had the elements of a practical education. 

In many instances the organization of classes in evening 
school work serves to re-awaken in the minds of the young 
people the desire for a more complete education before the last 
chance is gone. Again, if the chances for gaining an educa- 
tion along industrial lines in the day public school have been 
allowed to slip away, then the only hope for such training is 
in the trade schools or in the part-time day schools or in the 
evening schools. Such schools are primarily for those who are 
employed during the day. 



IOWA LAW 

The Thirty-seventh General Assembly of the State of Iowa 
thought well of the public evening school proposition, or it 
would not have passed the following : 

"Section 1. The school board of any organized school district within 
the state is hereby authorized and empowered under the control and 
supervision of the city or county superintendent, to establish and main- 
tain public evening schools as a branch of the public schools when said 
school board shall deem advisable for the public convenience and welfare, 
and said evening schools shall be available to all persons over sixteen 
(16) years of age, who from any cause are unable to attend the public 
day schools of such district." 

"Section 2. Whenever in any organized school district within the 
state there shall be residing ten or more persons over sixteen (16) years 
of age who desire instruction at an evening school in the common 
branches, it shall be the duty of the school board of such organized school 
district to establish and maintain an evening school for such instruction 
throughout a period of not less than three months of every school year 
and for not less than two hours at least two times each week during the 
term of such evening school, which school shall be under the control and 
supervision of the city or county superintendent." 

According to the Iowa census of 1915, the several counties 
of the state have the following number of illiterates, ten years 
of age and over, with the percentage of illiteracy for each, as 
follows : 



— 7 



Counties — 



| Total 10 years | Per 

| old and over | cent 

| illiterate. | illit- 

| Males | Females I erate 



Counties- 



| Total 10 years | Per 

| old and over | cent 

| illiterate. | illit- 

| Males | Females | erate 



Adair _... 

Adams 

Allamakee ... 
Appanoose ... 

Audubon 

Benton 

Black Hawk. 

Boone 

Bremer j 

Buchanan | 

Buena Vista | 

Butler _ | 

Calhoun I 

Carroll | 

Cass j 

Cedar | 

Cerro Gordo | 

Cherokee j 

Chickasaw | 

Clarke | 

Clay | 

Clayton | 

Clinton | 

Crawford j 

Dallas | 

Davis | 

Decatur j 

Delaware | 

Des Moines | 

Dickinson | 

Dubuque | 

Emmet \ 

Fayette | 

Floyd | 

Franklin | 

Fremont | 

Greene j 

Grundy j 

Guthrie | 

Hamilton j 

Hancock | 

Hardin | 

Harrison | 

Henry | 

Howard j 

Humboldt | 

Ida | 

IoAva | 

Jackson j 

Jasper j 

Jefferson | 



48 


37 


.74 


22 


16 


.44 


59 


70 


.93 


607 


376 


4.24 


22 


13 


.36 


56 


29 


.44 


180 


79 


.59 


88 


62 


.64 


51 


39 


.67 


51 


35 


.55 


31 


36 


.49 


41 


46 


.67 


39 


30 


.49 


41 


28 


.42 


39 


24 


.40 


28 


20 


.34 


284 


106 


1.53 


56 


33 


.68 


36 


27 


.50 


22 | 


19 


.47 


37 


16 


.46 


84 


77 


.81 


248 


102 


.93 


61 


53 


.71 


192 


76 


1.32 


94 


57 


1.46 


104 


51 


1.17 


69 


39 


.74 


214 


138 


1.18 


13 


17 


.41 


152 


116 


.54 


17 


16 


.38 


116 


73 


.82 


78 


38 


.79 


48 


17 


.53 


78 


31 


.87 


50 


36 


.68 


36 


25 


.57 


46 


21 


.47 


50 


33 


.52 


37 


32 


.65 


41 


42 


.46 


76 


39 


.61 


56 


25 


.56 


45 


29 


.68 


27 


17 


.43 


12 


14 


.28 


55 


50 


.71 


48 


36 


.51 


92 


80 


.79 


74 


50 


.91 



Johnson | 

Jones | 

Keokuk j 

Kossuth 

Lee 

Linn „ 

Louisa 

Lucas 

Lyon 

Madison 

Mahaska 

Marion 

Marshall 

Mills 

Mitchell 

Monona 

Monroe 

Montgomery . 

Muscatine 

O'Brien 

Osceola 

Page 

Palo Alto 

Plymouth 

Pocahontas .... 

Polk 

Pottawattamie 

Poweshiek 

Ringgold 

Sac 

Scott 

Shelby 

Sioux 

Story 

Tama 

Taylor 

Union 

Van Buren 

Wapello 

Warren 

Washington .... 

Wayne 

Webster 

Winnebago 

Winneshiek ... 

Woodbury 

Worth 

Wright 



52 


1 54 


.48 


131 


42 


1.12 


134 


81 


I 1.15 


71 


42 


.61 


236 


192 


1.36 


257 


131 


.67 


38 


16 


.53 


82 


40 


1.03 


26 


21 


.41 


61 


26 


.71 


188 


159 


1.47 


205 


122 


1.72 


896 


486 


5.15 


275 


202 


4.06 


27 


16 


.37 


71 


32 


.77 


339 


253 


3.03 


38 


18 


.41 


157 


120 


1.17 


26 


15 


.28 


25 


21 


.59 


117 


60 


.90 


29 


22 


.45 


64 


31 


.51 


47 


46 


.77 


909 


728 


6.58 


286 


172 


1.01 


90 


52 


.89 


53 


26 


.77 


37 


18 


.41 


298 


131 


.79 


30 


23 


.41 


66 


49 


.60 


47 


24 


.35 


146 


157 


1.67 


76 


35 


.85 


. 54 


53 


.77 


64 


49 


.95 


172 


116 


.94 


45 


37 


.56 


61 


62 


.77 


59 


28 


.67 


228 


166 


1.30 


27 


22 


.46 


68 


63 


.74 


786 


495 


1.94 


26 


16 


.45 


29 


18 


.30 


11,380 


7,359 


1.00 



While Iowa has a low per cent of illiteracy, the lowest in 
the United States, it is not expecting too much if we plan to 
do away with even that. Plans to eliminate illiteracy are be- 
ing perfected in other states and Iowa cannot be true to her 
best interests if she neglects to provide for even a greater re- 
duction in illiteracy, for the period 1910-1920, than was made 
in the period 1900-1910, when the reduction was 53%. 

Getting the National Idea will Help — 

Lieutenant Bierman stated it in an expert way in his paper, 
The Decorah Journal, when he said : 



"To those of us lucky enough to be born in America, American citi- 
zenship should be a source of great pride. To those born abroad, who 
like Saint Paul of old are naturalized, American citizenship should be 
a great prize. It should not be forced on anyone. No one should get 
American citizenship who is not willing to work for it. No one should 
have it who does not look upon it as a great honor. No one should have 
American citizenship who is not proud to say, 'I am an American.' No 
one should have it who says, 'I am a Norwegian,' 'I am a German,' 'I 
am an an Irishman,' 'I am a Bohemian.' 

"America is more a nation and less a conglomeration of colonies to- 
day than ever before. Each day of war makes us more of a nation. When 
the boys in olive drab come marching home they will be a big army of 
evangelists for Americanism, unalloyed and untainted. They will be a 
big army of public opinion in every township in America frowning on 
foreign language in our schools, colleges, pulpits and press. If they do 
their patriotic work at home, after the war, as well as they are doing it 
in the battle areas of France now, the next generation in America will 
be Americans, not a collection of colonists and pilgrims." 

The study and acquirement of a practical use of the Eng- 
lish language should be made mandatory in the elementary 
schools of every description in the United States. When this 
has been accomplished there will be no ground for complaint 
if other languages are studied and their use acquired in our 
high schools, colleges and universities. 

AMERICANIZATION— 

Every person born in this country should be thoroughly 
American. In too many instances this has not been the case. 
The person who comes to this country expecting to be pro- 
tected by it, live under its influences and profit by its economic 
and social advantages should be loyal to the United States. 

Successful Farming has well said, in a recent editorial 
comment: "We should encourage the use of the American 
language by teaching it to every man, woman and child who 
wishes to make this land home. We can make our schools 
thoroughly American in spirit and in teaching, and give ample 
opportunity to foreign adults to learn the language. In fact, 
if we withhold citizenship until each applicant can speak and 
read our language in a limited way, we have taken all the 
steps necessary to make the United States a better melting pot 
than it has ever been." 

Roosevelt was never in a better attitude toward our coun- 
try than when he said : "No one should be naturalized who 
cannot read and write our language. Every immigrant should 



be given the opportunity to attend free night or day school, 
and if at the end of five years he cannot read and write the 
language of the Declaration of Independence and of Lincoln's 
Gettysburg speech, he should be denied citizenship." 

We would compel no one to be an American citizen, but the 
individual who does not honor his citizenship should be de- 
prived of every pretense of it. Every vote cast in any election 
in this country should be cast by an American and for an 
American. 

Here, then, lies one great purpose of the evening or night 
school — to make of every person within the confines of this 
country as efficient a workman as possible, to learn the Eng- 
lish language and familiarize himself with the purposes and 
methods of our government. 

One patriotic American would hold American social organi- 
zations very much responsible for the future of the immi- 
grant, as is shown when he said : 

"The immigrant comes here almost unprotected; he does not, as a 
rule, know our language; he is wholly unfamiliar with our institutions, 
our customs, our habits of life and ways of thought, and there are, I am 
sorry to say, great numbers of evil and wicked persons who hope to make 
their livelihood by preying on him. No greater work can be done by a 
philanthropic or religious society than to stretch out the helping hand 
to the man and the woman who come here to this country to become 
citizens and the parents of citizens, and therefore to do their part in 
making up, for weal or for woe, the future of our land. If we do not 
take care of them, if we do not try to uplift them, then as sure as fate 
our own children will pay the penalty." 

Benevolent institutions and philanthropic societies in Amer- 
ica have done an excellent service toward the immigrant, but 
the state and Federal governments must become the real 
leaders in the movement to Americanize the foreigner if he is 
to be assimilated by our best social, moral, educational and 
economic organizations. In fact, it has been determined that 
this has become a civic necessity. 

SOME DIFFICULTIES TO BE OVERCOME— 

Many a farm laborer will refuse to yield to the spirit of 
weariness that usually follows a day of toil if he can be made 
to see that he is daily gaining something that will be valuable 
to him. It may be that the "natural pleasure motive" may be 



— 10— 

somewhat affected, but the best Community Center Idea would 
blend all of the best human qualities into possibilities for local 
betterment. 

There may be rural communities in Iowa where it is oppor- 
tune to hold evening schools. In all such schools it will be well 
to hold aloof from all commercialized agencies "that cater to 
the inherent human desire for pleasure and amusement." 

EVENING SCHOOL IN RURAL COMMUNITIES— 

A quotation from the American Review, as it appeared in 
the issue of September, 1915, would now seem to have been 
written as a prophesy that had come true : 

"We have been chiefly concerned with granting papers in accordance 
with technical requirements and very little concerned with what the new 
citizen knew or thought or felt about America. 

"It has come with a distinct shock to many Americans that the hold 
of the mother country is so strong among- even the sons and daughters 
born here of foreign-bom parents. The fact remains that this so, that 
it is more widespread than we know and in case of war we would have 
in this country, if not actual traitors, a division of forces such as would 
make victory precarious in any aggressive prolonged warfare. It by no 
means follows that it would be 'America First' with many thousands who 
would prefer to cavil and criticize rather than to act. 

"We need first to make English the universal language — the passport 
to American institutions and industries. However valuable for art and 
literature the mother tongue may be, English is the current language of 
America, and we should insist upon it everywhere, if necessary making 
its non-acquirement a ground for deportation after a suitable period and 
facilities have been given for its attainment. 

"Second, we should man our vital industries with loyal citizens 
about whose 'America First' there can be no doubt, and should give 
every alien a chance to become naturalized, with a full understanding 
of what that means, and provide adequate punishment for violation of 
the oath of allegiance. 

"Lastly, we should proceed to raise the standard of living without 
waiting for strikes and riots. Now is the time to eliminate that American 
product, the padrone, who controls the movements, living conditions, and 
votes of his industrial vassals. Now is the time for government employ- 
ers to look for causes of unrest and industrial conflict and to remedy 
them at the earliest possible moment. 

"If we begin these three elementary things — the acquirement of a 
common language, the increase in a sound, loyal citizenship and the 
removal of the causes of industrial and social unrest, we may still be 
able to stem the tide and put into the hands of the alien at least the 
instruments by which he can acquire an understanding of and love for 
America." 



—11— 

CLASSIFICATION. 

Those who desire to attend evening schools can best be 
taught in groups, viz. — 

Group One. Grade School Classes in all grades, first to eighth. In this 
group should he placed all those who have not finished the grade 
work of the public schools. Regular eighth grade certificates should 
be issued to all those who creditably finish the work. Courses of 
study similar to those pursued in regular day schools should be fol- 
lowed; depending, of course, upon local conditions. 

Group Two. American Citizenship. 

1. For Beginners' Classes. Should be made up of pupils who speak 

no English or very little. Emphasis should be placed on the 
English. 
Biblography. Mintz "First Reader for New American Citizens," 
Macmillan Co., N. Y. Hulsof "Reading Made Easy," Hinds, Noble 
& Co., N. Y. 

2. Intermediate Classes. Should be made up of pupils who speak 

some English well, or considerable English rather badly, or who 
have had some school or private training in the language. 
Bibliography. Roads "Studies for Immigrants," The Abingdon 
Press, N. Y. Roberts "Readings in History, Industries, etc.," 
Association Press, N. Y. 

3. Advanced Classes... Should be made up of pupils who speak con- 

siderable English well, and who wish to acquire fluency and 
perfection. This class should give some attention to the lit- 
erary elements of the English language. 
Bibliography. Grace "100 Lessons in English," S. S. Grove, N. Y. 
Beshgeturian "Foreigner's Guide to English," Immigrant Publi- 
cation Society, N. Y. Berlitz "Business English," M. D. Berlitz, 
30 W. 34th Street, N. Y. Krause "The Direct Method in Modern 
Languages," Chas. Scribner's Sons, N. Y. Howe "Modern City 
and its Problems," Chas. Scribner's Sons, N. Y. Riis "The Mak- 
of An American," Macmillan Co., N. Y. Allen "Civics and Health," 
Ginn & Co., Chicago. McBrien "America First," American Book 
Co., Chicago. 
The immigrant must be given a working knowledge of American 
geography and civics, also a ready command of the English 
language if he is ever to be saved from always remaining an 
alien. 

(a) Mixing of nationalities creates classroom problems and ac- 
centuates foreign mental attitudes. If necessary, on ac- 
count of small numbers, nationalities of common racial 
origin may be grouped together, such as Poles, Slavs, Rus- 
sians and Ruthenians, or Italians, French, Spanish and 
Portuguese. This classification does not apply to ad- 
vanced pupils, and under some circumstances need not be 
applied to intermediate pupils. 



—12— 

(b) Illiterates should be separated from literate pupils, unedu- 

cated or deficiently educated from educated and cultured 
pupils. 

(c) Emphasis should be laid upon the teaching of American 

civics. 

Group Three, Business Course. This course is for those who desire 
to pursue courses in bookkeeping, typewriting, shorthand, penman- 
ship and business English. Such a course will be best adapted to 
those who are employed in business houses and offices and come for 
practice and general improvement. 

Group Four. Woodworking and Cabinet Making. This should be a 
course of work where the problems of home furniture making are 
emphasized, since it is quite the general idea to try. to make real 
home-making citizens of the immigrants especially. This work should 
be under the charge of an expert wood-worker. The work should 
be hand work. 

SESSIONS. 

Regular. Sessions of evening school should not exceed three times per 
week for physical, mental, economic and social reasons, and should 
be convened on Monday, Wednesday and Friday evenings. The 3 
evening-per-week combination should never exceed iy 2 hours. A 
standard session would be from 7:30 to 9 P. M. 

Social. Social sessions are recommended for each evening school; the 
same to be held every two weeks, for the purpose of providing enter- 
tainment with folk dances, music, lectures, and other forms of whole- 
some recreation and instruction. To keep the boys from the pool 
halls, railroad depots and yards, river fronts and business districts, 
is what is most desired. 

INSTRUCTION. 

Special — The teacher who is to give instructions to foreigners should be 
selected for the following reasons: 
First. Known ability to teach immigrants. 
Second. Previous experience in teaching immigrants. 
Third. Preparation for teaching foreigners. 
Fourth. Maintain appreciative and sympathetic attitude toward those 

to be instructed. 
Fifth. Natural bearing or personality. 
Sixth. Command of certain forms of foreign speech necessary in 

order to meet the demands of local conditions. 
Seventh. It is much to be preferred that male instructors be selected 

to teach men and female teachers to instruct women. 
General — The teacher for evening school work, generally speaking, 
should be one who has been unquestionably successful in day school 
teaching. 



i 



-13- 



KINDS OF CLASSES AND QUALIFICATIONS OF TEACHERS FOR 

WHICH FEDERAL AID CAN BE SECURED UNDER THE 

SMITH-HUGHES LAW IN EVENING SCHOOLS. 



(By J. V. Lynn, Supervisor Trade and Industrial Education.) 



In February, 1917, Congress passed the Smith-Hughes Act 
in support of vocational education, whereby each state is 
eligible to receive sums of money in proportion to its popula- 
tion. This fund for the State of Iowa is in the hands of the 
State Treasurer, and when certain conditions and require- 
ments as to the kind of work taught and the kind of teacher 
employed have been met, is paid to local school boards in 
amounts equal to fifty per cent of the salary of the evening 
school teacher thus employed. The State Board for Vocational 
Education is the body which, in co-operation with the Federal 
Board of Vocational Education, sets these standards, visits 
the classes in operation, and issues the warrant upon the State 
Treasurer for reimbursement out of the Federal Fund. 

WHAT SCHOOLS ARE ELIGIBLE. 

Any local school board, if conducting an evening school class 
according to the following conditions, is eligible for reim- 
bursement : 

1. Subject taught must be directly supplemental to the daily employ- 
ment of each member of the class. In the smaller communities where 
not enough tradesmen are present to form a separate class in any one 
trade, it is possible to have men of allied trades come together in a 
course which is directly supplemental to their several employments, as 
for example, a course in reading architectural drawings and detail sketch- 
ing, for carpenters, bricklayers, plumbers, and electricians engaged in 
the building occupation. Classes may be given in both shop work and 
related subjects, or either one may be offered without regard to the other. 

2. All members of the class must be sixteen years of age or over. 

3. If shop work is given, it must entail equipment which is standard 
in the trade or industry. 

4. Related subjects such as drawing, mathematics, and science, must 
be vitally related to the employment. 

5. All work must be less than college grade. 

6. Class sessions must be two hours in length for shop and laboratory 
work, and one hour in length for lecture work. Courses may be "unit 
courses" of from six to fifteen or more lessons. 



—14— 

7. The teachers of shop work must be experts in their trade, and 
have ability to impart their knowledge successfully. They must be gradu- 
ates of at least a common school. 

8. Teachers of related subjects must be graduates of a technical 
school or its equivalent. 

9. Teachers of home economics or agricultural classes must be gradu- 
ates of accepted institutions, or have sufficient practical experience to 
merit approval by the State Board. 

WHAT MAY BE OFFERED. 

The lines of work offered may be as follows: 

1. Home Economics — Any home projects such as cookery, garment mak- 

ing, millinery, nursing, household decoration, etc, for home mak- 
ers only. 

2. Trades and Industries — Any recognized employment for either men 

or women. 

3. Agriculture — Any farm project, such as farm accounting, animal hus- 

bandry, dairying, crops, etc., for farmers only. 

Further information regarding Smith-Hughes work may be 
secured by writing to Wilbur H. Bender, Director of Voca- 
tional Education for Iowa, Department of Public Instruction, 
State Capitol Building, Des Moines, Iowa. 



;;«;:■ 



Gaylord Bros. 

Makers 
Syracuse, N. Y. 

PAT. JAN. 21. 1908 



